StatPREP: Professional Development Emphasizing Data-Centered Resources and Pedagogies for Instructors of Undergraduate Introductory Statistics

StatPREP

Full Title: Professional Development Emphasizing Data-Centered Resources and Pedagogies for Instructors of Undergraduate Introductory Statistics

Status: Active/Recently completed professional development initiative

Funder: National Science Foundation (NSF 1626337)

Project Period: 10/1/16 - 9/30/21

Geographic Scope: National

Lead Organization: Mathematical Association of America (MAA)

Partner Organizations:

American Mathematical Association of Two-Year Colleges (AMATYC)

American Statistical Association (ASA)

U.S. Air Force Academy

Principal Investigators

• Rachel Levy, MAA (PI)
• Donna LaLonde, ASA
• Michael Brilleslyper, U.S. Air Force Academy
• Jenna Carpenter, Campbell University
• Daniel Kaplan, Macalester College
• Kathryn Kozak, Coconino CC
• Ambika Silva, College of the Canyons

Project Goal

Catalyze widespread use of data-centered methods and pedagogies in undergraduate introductory statistics courses by working directly with 240 college-level instructors.

Target Audience

• Mathematics instructors at two-year institutions teaching introductory statistics
• College-level statistics educators
• Full-time and part-time faculty

Key Activities

1. Extended Professional Development Program - Targeted at mathematics instructors (particularly at two-year institutions) - Focus on introductory statistics courses

2. Regional Communities of Practice
- Support for instructors teaching introductory statistics
- Sustainable local support networks

3. National Online Support Network
- Online infrastructure for statistics instructors
- Connection with statistics education experts
- Accessible to part-time and full-time faculty

Curricular Enhancements

Resources and training in:
• Statistical analysis software and computing technology
• Complex data analysis
• Open-ended investigations
• Statistical thinking concepts
• Integration into existing courses

Deliverables

• Library of field-tested lessons appropriate for introductory statistics courses
• Interactive online faculty-development tutorials (openly available)
• Support for faculty modernization of introductory statistics instruction

Research Questions Addressed

1. How effective is this professional development model as catalyst for faculty to modernize introductory statistics courses? 2. Did it prompt changes in participants' beliefs about statistics education and result in changes to content and instructional practices? 3. How accessible is this model for full-time and part-time faculty at two-year institutions? 4. Does this prompt formation of sustainable communities of practice and national network? 5. What benefits and barriers exist related to participation in regional communities of practice and national online network?

References

More information: https://www.maa.org/node/779540/